building background: beyond the textbook
TRANSCRIPT
KNOWLDEGE IS POWER
Building Background KnowledgeBeyond the TextbookBy Alicia TheadoreInstructor, UCI International [email protected]@gmail.com1
Stay for this presentation if youTeach reading, vocabulary, speaking, listening or writingAre frustrated with your students lack of background knowledgeWant your students to be ready for academic lectures and [email protected]
Stay for this presentation if youWant your students to be able to use critical thinkingThey cannot talk about what they dont knowWant to build confidence in your students as intelligent [email protected]
About me15 years of experience working with international studentsFull-time Instructor UCI Academic ESL ProgramReading Curriculum CoordinatorLead Teacher for the ESL Commons ProjectEmphasis on appealing to different learning styles, strong emphasis on technology in the [email protected]
What do I mean by background knowledge?Not schema or prior knowledge = cursory knowledgeBuilding contextual knowledgeProviding opportunities for scaffoldingPerfect for [email protected]
Why should students and teachers develop [email protected]
Some ideas: enhance bottom up/top down reading, improve memory/vocab, helps with test prep, overall academic success6
Most important reason for developing BKAccording to research, what students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content. (Marzano 2004)Pre-reading vocabulary activities are not enough. (Ajideh 2003)[email protected]
Increases academic successImproves standardized test scoresExpands cultural knowledgeIncreases job [email protected]
What methods can you use in your classroom to build BK?By yourself, make a list of at least 3 things you can do to build context. (30 seconds)[email protected] seconds
What methods can you use in your classroom to build BK?With a partner, make a list of at least 6 things you can do to build context. No repeats! Underline them. (1 min.)[email protected] min.
What methods can you use in your classroom to build BK?Turn to a new partner, add to your list to create at least 12 things you can do to build context. No repeats! Underline them. (1 min.)[email protected] min.
Ways to Enhance Background Knowledge
General tips:Use a variety of techniques for each unit.Use multimodal techniques.Provide (virtual) enrichment opportunities.Make context relevant to what they already know, every day life, or future [email protected]
General tips continuedAcknowledge overlapping knowledge areas.Provide rewards for accuracy.Be explicit about the activity and its benefit to students [email protected]
1-2-3 MethodStart with students working by themselves. Set a reasonable quantity and time limit to brainstorm what they already [email protected]
1-2-3 MethodAfter the time limit, put students in pairs (or small groups). Acknowledge overlapping knowledge but encourage expansion of ideas. Increase time [email protected]
1-2-3 MethodAfter that time limit, get students in larger groups (or skip to step 4). Acknowledge overlapping knowledge but encourage expansion of ideas. Increase time limit [email protected]
1-2-3 Method continuedDebrief as a class. Use a Venn diagram, table or list and categorize if possible. Underline items repeated across groups. This is where their BK overlaps.
1-2-3 Method continuedSave the info! After the unit/lesson and before the test, show the students what they knew, add what they learned. [email protected]
Your Turn!By yourself, make a list of at least 3 inventions and who invited them. (30 seconds)With a partner, make a list of at least 6 inventions and who invited them. (1 min.)Turn to a new partner, make a list of at least 12 inventions and who invited them. (2 min.)Your Topic: InventionsUnderline repeats but you must come up with 6-12 different inventions. [email protected]
Brainstorming Ball TossHave a small (soft) ball students can throw to each other.Get students in a circle (if possible).Teacher stands at the board to act as recorder.Collect as many of the words/phrases as you can as students say [email protected]
Brainstorming Ball Toss continuedGive the activity a time limit.When finished, ask students to help categorize [email protected]
Brainstorming Ball TossStudent Rules: Students form a circle.Toss the ball to a student at least 2 people away from you.Dont need to use complete sentencesDont repeat ideas if [email protected]
Brainstorming Ball Toss continuedStudent Rules: Ideas should be related be ready to explainBe positive and supportive!In large classes, make two circles with one student from each acting as [email protected]
Your Turn!Student Rules: Students form a circle.Toss the ball to a student at least 2 people away from you.Dont need to use complete sentencesDont repeat ideas if possibleIdeas should be related be ready to explainBe positive and supportive!Your Topic: space and the [email protected]
Photo GalleryFind and print pictures about your topic (in color preferably).Number and place them around the room.Give students a handout with questions (individually or as a team).Students move around the room to check the pictures and find the answers to the [email protected]
Photo GalleryDebrief as a class, what was surprising or new? which answers did you already know? what is still true or used today?Change it up! Make it a jigsaw activity. [email protected]
Photo Gallery Your Turn!Notice the small papers with numbers on them around the roomYou have 5 minutes to walk around the room and find all 12 pictures.Write down the answers to the 12 questions on the handout. [email protected] first 3 people who completely and correctly answer the questions see me to get a prize!
STOP
Sequential Internet SearchFind it give students suggested search phrases.Picture it find a meme that reflects the topic. What does the meme explain about it?Watch it send students to YouTube, TedEd, Khan Academy, Teacher Tube, etc. to research a topic. Read it supply news websites or actual links to a news story about the topic. For lower level students, find kid-friendly [email protected]
Sequential Internet Search TipsReflects what students do every dayProvide a handout for guidanceProvide 2-3 choicesGives students a sense of control Provides a shared learning opportunity when [email protected]
Sequential Internet Search SampleFIND ITUse Google, Bing or another search engine.Try one of these search phrases. Focus on news or informative sites (not movies, etc.)dinosaurs, sauropod, theropod, Jurassic [email protected]
Sequential Internet Search SampleFIND ITSkim the first 3 articles you find to learn what you can. You have 2 minutes.Turn to a partner and discuss for 2 minutesWhat did you learn? Was anything new or surprising? Was there any information you already [email protected]
Sequential Internet Search Sample PICTURE ITLook carefully at the picture and textTalk with your partner for 2 minutes:Can you guess the meaning of unknown words? What do the words tell you about the [email protected]
Sequential Internet Search Sample WATCH ITWatch the short video and answer the questions on your handout. Talk with a partner for 2 minutes:What did you learn? Was anything new or surprising? Was there any information you already [email protected]
Sequential Internet Search Sample WATCH IT10 Things About Dinosaurs You Did Know about Dinosaurs (2:28, Top 10)How Did Feathers Evolve? (3:26, Ted Ed)[email protected]
1. Guided Internet Search
2. Meme SearchLevel [email protected]
3. Video Search
4. Reading JournalLevel [email protected]
Virtual Tours Tips:There are hundreds of free virtual toursGoogle maps street view can serve as virtual toursProvide a handout for [email protected]
Virtual tours Your TurnGo to Smithsonian NMNH Virtual Tour Dinosaurshttp://paleobiology.si.edu/dinosaurs/interactives/tour/main.htmlWork with a partner to complete the questions.The first 3 pairs who completely and correctly answer the questions see me to get a [email protected]
Works CitedAjideh, P. (2003). Schema Theory-based Pre-reading Tasks: A neglected essential in the ESL reading class. The Reading Matrix, 3, 1. http://www.readingmatrix.com/articles/ajideh/article.pdf Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement: Research on What Works in Schools. ASCD. Retrieved from Google books. Inventors images from http://cdn.firstcry.com/brainbees/images/products/zoom/81166a.jpg [email protected]
Suggested ResourcesVideosTop 10 YouTube ChannelSciShow YouTube Channel Animal PlanetNatGeo.comReading